**NC.4.NF.7**Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <

**NC.4.NF.6**Use decimal notation to represent fractions.

• Express, model and explain the equivalence between fractions with denominators of 10 and 100.

• Represent tenths and hundredths with models, making connections between fractions and decimals.

**Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4,**

NC.4.NF.2

NC.4.NF.2

5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole.

Record the results of comparisons with symbols <, >, or = and justify the conclusions by:

- Reasoning about their size and using area and length models.
- Using benchmark fractions 0, ½, and a whole.
- Comparing common numerator or common denominators.

**NC.4.NF.1**Explain why a fraction is equivalent to another fraction by using area and length fraction models, with

attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

**NC.4.MD.3**Solve problems with area and perimeter.

- Find areas of rectilinear figures with known side lengths.
- Solve problems involving a fixed area and varying perimeters and a fixed perimeter and varying areas.
- Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

**NC.4.OA.3**Solve two-step word problems involving the four operations with whole numbers.

● Use estimation strategies to assess reasonableness of answers.

● Interpret remainders in word problems.

● Represent problems using equations with a letter standing for unknown quantity

**NC.4.NBT.6**Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors

with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients,

properties of operations, and/or the relationship between multiplication and division.

**NC.4.NBT.5**Multiply a whole number of up to three digits by a one-digit whole number and multiply up to two two-digit

numbers with place value understanding using area models, partial products, and the properties of operations. Use models to

make connections and develop the algorithm.

**NC4.NBT.4**Add and subtract multi-digit whole numbers up to and including 100,000 using the standard

algorithm with place value understanding.

**Compare two multi-digit numbers up to and including 100,000 based on the values of the**

NC.4.NBT.7

NC.4.NBT.7

digits in each place, using >,=, and < symbols to record the results of the comparisons.

**Read and write multi-digit whole numbers up to and including 100,000 using numerals,**

NC.4.NBT.2

NC.4.NBT.2

number names, and expanded form.

**NC.4.NBT.1**Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000.

**NC.4.MD.3**Solve problems with area and perimeter.

• Find the areas of rectangular figures with known side lengths

• Solve problems involving a fixed area and varying perimeters and varying and a fixed perimeter with varying

areas

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• Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

**NC.4.OA.4**Find all factor pairs for whole numbers up to and including 50 to:

- Recognize that a whole number is a multiple of each of its factors.
- Determine whether a given whole number is a multiple of a given one-digit number.

**NC.4.OA.1**Interpret a multiplication equation as a comparison. Multiply to divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown. Distinguish multiplicative comparison from additive comparison.

**Math Language**: prime, composite, factor, multiple, factor pair, multiplicative comparison

NC.4.MD.4 Represent and interpret data using whole numbers.

• Collect data by asking a question that yields numerical data.• Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot.

• Determine whether a survey question will yield categorical or numerical data.

**Math Language:**Data, Bar Graph, Categorical Data, Numerical Data